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A didactic model to develop teachers’ practices and handling didactical dilemmas while teaching controversial socioscientific issues
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0003-4463-2707
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0002-3083-1716
2018 (English)Conference paper, Published paper (Other academic)
Abstract [en]

This presentation will focus one result of a study that followed groups of teachers within an Erasmus+-partnership. The teachers conducted an interdisciplinary teaching about complex and controversial issues, including socio-scientific issues. Five schools, with students aged 12-16 years, in five different countries (Croatia, Poland, Italy, Sweden and Turkey) were involved. Through focus groups and participant observation, the study explored potential tensions that emerged during the enactment of the interdisciplinary teaching. Results show a variety of emerging tensions that might cause didactical dilemmas. The tensions are anchored both at different level, both concerning different types of curriculum goals and related to politics and religion, as well as those at the classroom level and at levels in between. One purpose of the study was to contribute to pre- and in-service teacher training and this resulted in a basis for a discussion tool. This tool is a didactic model aimed to raise awareness about both possibilities and potential negative consequences with different positions in didactical dilemmas. By means of abductive analysis, the empirical results of the study formed a basis for a model with four quadrant matrixes. In these matrixes, different tentative positions in didactical dilemmas are illuminated by fictional teachers that express statements about their position.

Place, publisher, year, edition, pages
2018.
Keywords [en]
socio-scientific issues, interdisciplinary teaching, controversial issues, education for sustainability, teacher professional development
National Category
Didactics
Identifiers
URN: urn:nbn:se:mau:diva-16574Local ID: 26813OAI: oai:DiVA.org:mau-16574DiVA, id: diva2:1420088
Conference
XVIII IOSTE Symposium : Future Educational Challenges​ From Science & Technology Perspectives, Malmö, Sweden (August 13-17, 2018)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-04-26Bibliographically approved

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Rydberg, ChristianOlander, ClasSjöström, Jesper

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf